Guided Inquiry in First Year Chemistry:
Personalised learning and support in large
classes
ADAM J. BRIDGEMAN
DIRECTOR OF FIRST YEAR STUDIES, SCHOOL OF CHEMISTRY
ASSOCIATE DEAN (LEARNING AND TEACHING), FACULTY OF SCIENCE
A FUTURE OF PERSONALISED
LEARNING AND SUPPORT
Active and social
learning with an
inquiry focus
Personalised
online learning
and support
Supporting
students
transition to
university
2
HOW?
› Using the classroom environment for what it is good at
- Active and social learning
- Staff - student and student – student discussion and
conversation
- Concept development and guided inquiry
- Fun
http://www.itl.usyd.edu.au/programs/newstaff/teaching_advice.htm
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GUIDED INQUIRY WORKSHEETS
CHEM1001: Worksheet – Lecture 14
Model 1: Shells and sub-shells
The$Bohr$model$of$electron$orbits$(shells)$is$an$over6simplification.$$In$practice$the$shells$are$split$into$
sub6shells,$the$number$of$sub6shells$depending$on$the$size$of$the$shell.$$The$Periodic$Table$reflects$
the$sequential$filling$of$sub6shells$starting$from$the$one$closest$to$the$nucleus.$
Critical thinking questions
1.
Complete$the$table$by$indicating$the$maximum$number$of$electrons$that$can$fit$into$each$sub6
shell$and$shell$
$
s"sub6shell$ p"sub6shell$ d"sub6shell$
Total$number$of$electrons$in$shell$
n&=$1$shell$
$
$
$
$
n&=$2$shell$
$
$
$
$
n&=$3$shell$
$
$
$
$
2.
3.
4.
Which$groups$in$the$Periodic$Table$represent$elements$in$which$an$s6sub6shell$is$being$filled?$$
This$is$the$‘s6block’$of$the$Periodic$Table.$
$
Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$p6sub6shell$is$being$filled?$$
This$is$the$‘p6block’$of$the$Periodic$Table.$
$
Which$groups$in$the$Periodic$Table$represent$elements$in$which$a$d6sub6shell$is$being$filled?$$
This$is$the$‘d6block’$of$the$Periodic$Table.$
Model 2: Electron configurations
We$can$label$the$sub6shells$with$a$number$which$indicates$the$shell$
to$which$it$belongs,$a$letter$indicating$the$sub6shell$and$a$superscript$
indicating$the$number$of$electrons$present.$$So$2p4$indicates$the$
second$shell,$the$p6sub6shell$and$the$presence$of$four$electrons.$$
The$sub6shells$are$filled$from$the$most$stable$first,$along$the$
diagonals$in$the$picture:$$
1s&®$2s$®$2p&$®$3s$®$3p&®$4s&®$3d&®$4p$
Critical thinking questions
1.
Write$the$electron$configurations$of$the$following$atoms:$
$
(a)
B:$
$
$
(b)$ C$
$
$
(c)$
$
(d)$ O$
$
$
(e)$ F$
$
$
(f)$
N$
Ne$
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FEEDBACK IN CLASS
› Using ‘response devices’
m.socrative.com
room “chem1102”
9
OTHER PRODUCTIVE USES OF MOBILES
› Handy cameras for recording experiments
in the lab for:
- electronic lab notebooks
- ePortfolios
› Apps
http://goo.gl/7g9ZpE
10
GUIDED INQUIRY (ONLINE)
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SOCIAL LEARNING ONLINE
› Using the online environment for what it is good at
- Students can watch multiple times
- Computer is a patient and anonymous marker
- Allows use of 3D models and simulations
12
AGGREGATING AND TAGGING RESOURCES
curating of resources by staff and
students
13
DESIGNING ASSESSMENTS TO GIVE FEEDBACK
›
‘Fast and personal feedback’ on in class MCQ quizzes and assignments
›
Students emailed individual report, feedback and feedforward advice
within 24 hours of assessment
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PERSONALISING LEARNING SUPPORT
immediate feedback for tutors
and lecturers
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PERSONALISING LEARNING SUPPORT
personalised resources based on
performance
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PERSONALISING LEARNING SUPPORT
personalised feedback based on
performance
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EARLY WARNING SYSTEM
› Trigger points week 4, 7, 13
› Upstream from Academic Risk and progression rules
› Every student in CHEM1, PHYS1, BIOL1, PSYC1 and ATHK1
sent a personalised email
- based on whatever flag(s) the coordinator thinks is most
appropriate
- personalised to performance level (excellent, good, bad, none)
early warning system
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EARLY WARNING SYSTEM
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TRACK AND CONNECT
› In generating emails, the EWS also generates lists of students
grouped according to the level of (disengagement)
› Data fed to Student Services Track and Connect system
› most “at risk” students receive phone calls from student mentors
› early linkage and identification with faculty and support services
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CHEM1001 - RESULTS
800
600
400
200
Fraction of students
0
2008
2009
2010
2011
2012
2013
2014
HD
DI
HD
DI
HD
DI
HD
DI
HD
DI
HD
DI
HD
DI
CR
CR
CR
CR
CR
CR
CR
PS
PS
FA
FA
2008
2009
PS
PS
PS
PS
FA
FA
FA
FA
FA
2010
2011
2012
2013
2014
PS
CHEM1001 - RESULTS
2012
2013
2014
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THANK YOU
adam.bridgeman@sydney.edu.au
@adambridgeman
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